70 English on Screen. The designed material consists of four units which are
presented as follows: a. Unit 1 : My Cherished Thing…
b. Unit 2 : My New Friends c. Unit 3 : Do You Believe in Fortune Teller?
d. Unit 4 : Have a Cup, Please. The first unit and the second unit discuss monologue recount text, the third
unit discusses monologue narrative text, and the fourth unit discusses transactional and interpersonal conversation about asking, giving, and refusing
things. Those materials are chosen because the curriculum nowadays, particularly for English subject, is based on Text-based curriculum. The types of texts
mentioned before are included in the basic competences for students in the eighth grade, particularly in the second semester. Moreover, the selections of the
materials contained in the units are based on some considerations including the students’ needs and the teacher’s demands. Therefore, it is expected that the
materials designed can be useful for the eighth grade students of SMP N 3 Sleman. The materials designed were divided into four sections, namely: Teaser,
Movie Time, And…Action, and Time for Reflection. The function of each section was presented as follows.
1. Teaser
This stage is provided to prepare the students in completing the main task. This phase provides schemata and background knowledge for the students. it also
prepares context that enables the students to predict the next stage. This stage
71 refers to Willis’ 2003 pre-task stage.
2. Movie Time
This stage aims at delivering the main tasks to the students. In this stage the students focuses on listening to the clips and the recording while doing the
tasks given. This stage helps the students develop their listening ability. This stage adopts Willis’ 2003 main task stage.
3. And…Action
In this stage, Willis’ 2003 post task stage is adopted. This stage presents follow-up of the main tasks that have been completed in the previous stage. In the
designed materials, the dominant learning strategy of this stage is group work. It is chosen to promote communication among the students.
4. Time for Reflection
In this stage, the students are allowed to reflect what they have learnt in the lesson. The reflection phase also aims at encouraging the students to relate
their life with what they’ve learnt and make it meaningful or them. Time for reflection triggers the students to convey their opinion and derive meaning from
the lesson. Based on the result of the evaluation questionnaires, the listening materials
were good and appropriate for the students. It could be seen from the mode of points given in the evaluation. In every statement, the evaluators tended to give
positive responses.
CHAPTER V CONCLUSION AND RECOMMENDATIONS
This last chapter discusses the conclusion and recommendations that can be drawn from the study. While the conclusion is intended to elaborate the
answers of the research questions formulated previously, the recommendation section provides comments of the study and suggestions for both further use and
research.
A. Conclusion
In conclusion, this study was conducted to develop listening materials for eighth-grade students using animated movies. In regards to that, this study
involved two problem questions formulated in the early chapter and intended to be answered. The first questions concerned about how the listening materials for
eighth grade students using animated movies is designed, while the latter concerned about what the design looks like. The result and discussions which
were presented in chapter four contained the detailed answers of these questions. In brief, in order to answer the first question, in designing the materials,
the writer integrated between RD instructional model proposed by Borg and Gall 1983 with Kemp’s 1977 instructional design model. Within the study,
these two models were adapted and combined to create both effective and systematic steps arrangement of the material design processes. Thus, the
instructional design model that would be used in this study involved five steps of
